卢梭“消极教育”思想的形成——基于卢梭与爱弥儿童年经历的对比分析  

Formation of Rousseau’s “Negative Education” Thought:A Comparative Analysis Based on Rousseau and Amy’s Childhood

作　　者：刘雅真 LIU Yazhen(School of Educational Sciences,Hunan Normal University,Changsha,Hunan,410081,China)

机构地区：[1]湖南师范大学教育科学学院

出　　处：《教育文化论坛》2019年第4期100-104,共5页Tribune of Education Culture

基　　金：湖南省哲学社会科学基金重点项目“西方自然主义教育人学思想的历史演变研究”(18ZDB029)

摘　　要：卢梭童年生活的环境及其受教育方式是自由、平和、自然的,在此基础上形成的丰富性体验为卢梭“消极教育”思想提供了原型基础;卢梭童年知识与道德学习的激进和健康教育的缺失则形成缺失性体验,与之对应的“消极教育”学习内容则成为了卢梭的心理补偿。通过将卢梭的童年经历与爱弥儿童年经历的对比,我们可以更加深刻地理解卢梭消极教育思想的形成。Rousseau’s childhood environment and mode of education were free,peaceful and natural.The abundant experience formed on this basis provides the prototype foundation for Rousseau’s“negative education”thought.Rousseau’s childhood knowledge,radical moral learning in his and the lack of health education resulted in Deficit experience.The corresponding learning content of“negative education”becomes Rousseau’s psychological compensation.By comparing Rousseau’s and Amy’s childhood experience,we can deeply understand the formation of Rousseau’s negative education thought.

关 键 词：卢梭 爱弥儿 童年经历 消极教育 

分 类 号：G519[文化科学—教育学]